Addresses most of the NETS for Students, but we can get more specific. They will be using technology for some type of product, need to collaborate, research genuine information, use critical thinking and decision making, etc.
Those participating can put in their subject area standards as examples.
Web Design/Internet Essentials Standards -
1. search for information and evalute search results
2. examine Internet security issues and recognize the importance of working in a secure environment
3. evaluate, compare and contrast websites
4. design and create a basic website
Algebra I
1. Use the formulas from measurable attributes of geometric models (perimeter, circumference, area and volume), science, and statistics to solve problems within an algebraic context.
2. Solve two-step and three-step problems using concepts such as rules of exponents, rate, distance, ratio and proportion, and percent.
American Government
1. C.12.6 Identify and analyze significant political benefits, problems, and solutions to problems related to federalism and the separation of powers. (Should water be a state resource or a national resource.
2. C.12.11 Evaluate the ways in which public opinion can be used to influence and shape public policy ( In which ways are the governors of the great lakes states influenced by public opinion in relation to the use of great lakes water)
Language Arts (9th Grade)
10a: apply knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provide support from the text for the identified theme 10b: evaluate how an author’s choice of words advances the theme or purpose of a work 10c: apply knowledge of the concept that a text can contain more than one theme
Earth Science / Ecology / Biology
CA Science Standards (Grade 9-12)
- Ecology: 6c
- California Geology: 9a,c
- Investigation & Experimentation: a,f, g, h, m, n
1. Identify and apply knowledge of the concepts of the biogeochemical cycles, ecological succession, ecosystems, diversity, and the affects of pH change in water systems, to observations of changes in local water availability, water quality, and current heavy metal and pollution levels in comparison to earliest reported measurements available.
2. Using local EPA's "Learn the Issues" page, students will research the EPA's concerns surrounding Water. Students will select one of these issues to delve deeply into AND will be asked to link this choice to one of the other concerns the EPA has highlighted as it relates to water in their locality.
3. Evaluate the effectiveness of the steps being taken by local, state, and federal agencies to address these concerns. Identify departments and officials responsible for implementing steps studied.
4. Identify, contact and correspond with scientists from around the globe who are working on a problem similar to the class-identified concerns.
5. Identify and analyze potential solutions to the problems identified using global examples or novel ideas.
6. Design an implementation plan for community water concerns and present these ideas, together with research-supported evidence, to local, state and federal agencies for consideration for implementation.
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Comments (14)
Kristin Hoins said
at 9:41 pm on Jul 19, 2010
I'm really interested in joining this group as a technology teacher supporting classroom teachers in integrating technology. I'd like to suggest that we create a central blog or ning in which students and teachers in intermediate school grades 3-6 share their resources, learning process, research journey, and final projects in a setting in which they can collaborate, communicate, comment, discuss and share. I'd be happy to set up the central Blog/Ning for us all to use. Let me know what you think.
shirfarr said
at 4:37 pm on Jul 20, 2010
I love your project idea and would love to "steal/borrow" it to use for a concept-based unit for grades 3-5. Do you mind?
Mike Reilly said
at 7:26 pm on Jul 20, 2010
If you're looking to "leverage" the project above, go for it! I'd love to see what you do with it. Sounds like you might want to work together (Kristin and shirfarr), sharing the 3-5 grade level. I'm personally looking to do 9-12 grade range, and fully expect things like a water plan for a town/county, for real.
Deirdre Harrison said
at 2:09 pm on Jul 21, 2010
I'd like to join this group and am interested one outcome- a performance piece/multi media production. Could that fit into your vision?
Mike Reilly said
at 3:27 am on Jul 22, 2010
I think the student product is the student choice, ideally, so anyone could use this work. I'm actually considering using this as a first project starting August 9th (we start early), and my students will produce Google Sites with lots of media. I had a call with one other teammate yesterday, and I think we're going to be okay with using this project with a large group. Just have to figure out how to "crowdsource" a project outline.
Genovefa said
at 10:55 am on Jul 29, 2010
Jason, I like your idea about using Google Sites. And I wholeheartedly agree, student choice is imperative for a sense of student ownership. With the students producing something tangible, assessments using a rubric are immediate and they have something to add to a portfolio or parlay into a future project in later years.
suzieboss@... said
at 12:35 pm on Jul 22, 2010
Hi all,
What a rich topic! I'll be eager to see the various directions you go with this. Mike, nice to hear you emphasizing student choice right from the start.
Here's a site that looks at water from a global perspective: http://waterwiki.net
I'm curious how literature teachers might come at this. What are the great books that explore water wars theme? (Anyone else a fan of Frank Herbert's sci-fi classic, Dune?)
Good luck!
~Suzie
Mike Reilly said
at 2:35 am on Jul 28, 2010
And of course, for "star power", maybe we could beg Matt Damon, co-founder of water.org for a video message, maybe even Q&A? I might actually try this during August. (We start Aug. 9)
Genovefa said
at 10:58 pm on Jul 29, 2010
I think we should ask Matt Damon about that. Many big stars are pretty cool about doing stuff like this. Let's see how this all works and consider that as icing on the cake. Remember, Matt Damon may not be such a big star to our students.
Jason said
at 11:34 pm on Jul 28, 2010
UN declares clean water a 'fundamental human right'
http://www.bbc.co.uk/news/world-us-canada-10797988
Genovefa said
at 10:44 am on Jul 29, 2010
Hi Everyone. This is an well-crafted site. I've started fleshing out portions for a science class. Turns out I'll be teaching Integrated science for a month. This may be immediately useful.
Genovefa said
at 10:50 am on Jul 29, 2010
Jason, the article from the UN on Water is interesting.
"Abstaining countries said the resolution could undermine a process in the UN's Human Rights Council in Geneva to build a consensus on
water rights".
What i thought was very interesting were the countries abstaining and their reasons. I also appreciated the comment regarding what the resolutions means in relation to obligations of this resolution. These are very good questions that could be explored with the scope of social studies and global economics. Good link.
Mike Reilly said
at 7:34 am on Jul 31, 2010
For anyone interested, we've diverted away from this template page to a Google Site:
http://sites.google.com/site/YourWaterPBL
suzieboss@... said
at 12:46 pm on Aug 3, 2010
Here's some interesting news from Charity:Water: http://www.charitywater.org/blog/humanright/
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